دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 مقالات آماده انتشار 2026 01 06 An investigation of EFL Teachers' challenges in Teaching Multimodal Reading comprehension: The case of Turkey An investigation of EFL Teachers' challenges in Teaching Multimodal Reading comprehension: The case of Turkey 28065 10.48311/lrr.2026.116373.0 FA Nurlana Imanova Senior Lecturer in the Department of English Language at Baku Higher Oil School 0000-0002-7940-9786 Fatemeh Hassanirokh PhD candidate in English Language Teaching and a lecturer at Fenerbahçe University, Istanbul 0009-0003-0244-4692 Fatemeh Mirzapour PhD holder in TEFL, and university lecturer in Department of Foreign Languages Teaching, Sou.C., Islamic Azad University, Soufian, Iran Journal Article 2025 08 04 Enhancing reading comprehension, a crucial aspect of education requires implementing multimodal teaching methods. However, while these methods offer potential benefits, they pose challenges for EFL teachers.  The current phenomenological and qualitative study explored such challenges by examining the experiences of ten EFL teachers from diverse backgrounds. Major obstacles emerged through semi-structured interviews and narrative frames, including limited resources, student misinterpretation, technological constraints, distraction management, sustainability of student engagement, multitasking demands, time constraints, technological cheating, socioeconomic factors, and designing appropriate assessments. The findings underscore the importance of comprehensive teacher training in integrating multimodal approaches into reading instruction. Continuous professional growth is also essential for effective support based on students’ needs and preferences. Moreover, it is crucial to create relevant and up-to-date teaching materials. Developing these materials and training teachers to use them effectively are both essential to addressing challenges and maximizing the benefits of multimodal reading instruction. The pedagogical implications were discussed. Enhancing reading comprehension, a crucial aspect of education, requires the implementation of multimodal teaching methods. However, while these methods offer some potential benefits, they pose challenges for EFL teachers.  The current phenomenological and qualitative study explored such challenges by examining the experiences of ten EFL teachers from diverse backgrounds in Istanbul, Turkey. Major obstacles emerged through semi-structured interviews and narrative frames, including limited resources, student misinterpretation, technological constraints, distraction management, sustainability of student engagement, multitasking demands, time constraints, technological cheating, socioeconomic factors, and designing appropriate assessments. The findings underscore the importance of comprehensive teacher training in integrating multimodal approaches into reading instruction. Continuous professional growth is also essential for effective support based on students’ needs and preferences. Moreover, it is crucial to create relevant and up-to-date teaching materials. Developing these materials and training teachers to use them effectively are both essential to addressing challenges and maximizing the benefits of multimodal reading instruction. The pedagogical implications were discussed.